Hester van Sprang, Jasper Driessen and Brenda Groen
This study aims to explore modern learning (ML) scenarios in Dutch higher education towards 2030 and corresponding consequences for facility management (FM) and corporate real…
Abstract
Purpose
This study aims to explore modern learning (ML) scenarios in Dutch higher education towards 2030 and corresponding consequences for facility management (FM) and corporate real estate strategies (CRES) of universities of applied sciences (UAS).
Design/methodology/approach
The designing an accommodation strategy model is used to retrieve the match between demand and supply in real estate of Dutch UAS for both present and future. Application of this model resulted in a scenario-planning session with six education experts to determine future demand in education towards 2030. Subsequently, corporate real estate (CRE) managers of nine Dutch UAS were interviewed concerning this subject (one per UAS).
Findings
The results show that CRES of Dutch UAS is only partly aligned to consequences of ML scenarios towards 2030. Most UAS have real estate portfolios that are only partially flexible, so changes in qualitative and quantitative demand due to ML scenarios are not easy to adapt to. The consequences for FM and real estate of the ML scenarios “institute learning” and “mass customization” seem manageable for Dutch UAS, whereas the other ML scenarios, namely, “navigator” and “natural learning”, would create major portfolio problems.
Originality/value
There is an ongoing interest in developments in higher education combined with FM and CRES and its alignment with the corporate vision. Previous studies into modern ways of learning mainly focused on the past and present. However, this study is explorative and explores possible future ML scenarios. These scenarios can contribute to awareness amongst UAS in The Netherlands and abroad regarding their long-term vision. Moreover, these scenarios will help Dutch UAS facility and CRE managers to develop a more future-proof strategic real estate strategy aligned with the corporate vision.
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Alexeis Garcia-Perez, Juan Gabriel Cegarra-Navarro, Denise Bedford, Margo Thomas and Susan Wakabayashi
Polona Domadenik, Francesco Pastore, Matjaž Koman and Tjaša Redek
In the last decade the discussion on green innovations has gained in importance, both in practice and in academia. This chapter builds on the idea that performance in innovation…
Abstract
In the last decade the discussion on green innovations has gained in importance, both in practice and in academia. This chapter builds on the idea that performance in innovation capturing environmental aspects doesn’t depend only on inputs but also the synchronization of different stakeholders, firms and policy-makers that make an innovation-driven society. In disruptive periods, green adaptive ability which refers to ability to comply with environmental regulations is based on corporate environmental commitments and their social responsibility as well as on green human capital. Based on corporate environmental commitments, companies seek business opportunities by changing their business models as well as by integrating, building and reconfiguring competences to comply with environmental standards. Green human capital, on the other side, builds organizational culture that supports green innovation. The aim of this chapter is to present a conceptual model that stimulates green innovations at the company level and discusses the proper governance structure supportive of innovation and effective strategies of policy-making.
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Noel Scott, Brent Moyle, Ana Cláudia Campos, Liubov Skavronskaya and Biqiang Liu
Rida Afrilyasanti, Eko Suhartoyo and Utami Widiati
Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills…
Abstract
Purpose
Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills (HOTS). Besides, this paper also explores how e-portfolios enhance students’ speaking skills. The study is carried out to improve the current state by identifying and solving problems in specific contexts.
Design/methodology/approach
This investigation was designed to seek the improvement of the students’ higher-order thinking and speaking skills after the implementation of the e-portfolio. Action research was chosen because action research is suitable to bring change and improvement in the system or assume to bring progress in the system. This study was designed in two phases, featuring reflection and connection between previous and new data.
Findings
By completing this action research study, the authors assisted students in improving their higher-order thinking and speaking skills. The improvement was related to the indicators for learning success, which were explained in this research. The HOTS criteria include the capacity to analyze essential facts and arguments that the students presented in their spoken works logically and critically.
Research limitations/implications
HOTS encompasses critical, logical, creative and metacognitive thinking skills. Future research should go further into the usage of e-portfolios in the development of students’ metacognitive capacities. Moreover, because this investigation was carried out using action research methods, it is crucial to recognize that no generalizability can be offered for the findings.
Practical implications
The study’s findings should also benefit practitioners and instructors endeavoring to enhance students’ e-portfolios, critical thinking and digital skills in the classroom.
Social implications
The discussion focuses on important development topics. Everyone, not just students, should be encouraged to participate in creating and developing our technological future. The analysis offers unique and essential perspectives into what to explore for such a substantial attempt as implementing digital technology, specifically to construct an e-portfolio.
Originality/value
Despite the widespread usage of e-portfolios in English as a foreign language (EFL) instruction, there is a lack of research on how e-portfolios can enhance EFL students’ HOTS and speaking abilities. Hence, this study addresses a deficiency in existing research by examining the potential of e-portfolios to enhance students’ HOTS and oral communication skills within the context of EFL.
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The purpose of this paper is to describe the development of clinically credible skill practice and assessment guides for intraosseous (IO) needle insertion and laryngeal mask…
Abstract
Purpose
The purpose of this paper is to describe the development of clinically credible skill practice and assessment guides for intraosseous (IO) needle insertion and laryngeal mask airway (LMA) insertion as two essential components of advanced life support (ALS) training.
Design/methodology/approach
A modified Delphi approach was used to determine expert consensus in the application of IO and LMA devices for the pre-hospital and emergency setting. Nine pre-hospital clinical specialists were recruited to participate in this Delphi study to determine consensus of clinical expert practice.
Findings
Two rounds were required to obtain a performance and assessment checklist for each skill. Both lists were then further modified to maximise their useability. However, the development of a “validated” checklist using a pre-determined process such as a Delphi approach is challenged. Rather, the implementation of these tools in a stated context, and analysis of the data they generate, is an essential aspect of validation which the Delphi approach does not address.
Research limitations/implications
Participant feedback regarding the rationale for their scores was limited in this study in order to minimise participant input and maximise completion of all rounds of the study. Further, devices used in the study may no longer be first-line choices with the advent of more modern devices including semi-automatic IO devices and LMAs which do not have inflatable cuffs. The refined checklists are able to be adapted to these newer devices.
Practical implications
Pre-hospital education contexts which may not have access to expert assessors who are skilled in providing global judgements now have access to clinically relevant skill-specific assessment tools for IO and LMA insertion.
Originality/value
Worldwide, ALS accreditation and competence is demanded of countless health professionals, and to date, validated practice and assessment guides specifically developed for the emergency setting for which they are used, are not available in the published literature. This paper proposes to fill that gap, in addition to guiding clinical education researchers in strategies to develop valid assessment tools through rigorous critique.